Co-writers: 1. Austin DuVall 2. Tiger Fowler A Lost Connection
In “Alone Together: The Robotic Movement,” the author, Sherry Turkle, conveys the following idea to her audience: How have we, as a species, changed while technology delivers more and more alternatives to basic human interaction, such as intimacy and conversation (Turkle 328)? The idea presented by Turkle is true in that we have switched from sending and receiving information by face-to-face interaction to doing so by sending a text or by clicking a button on a computer screen. Instead of using the natural and arguably necessary social abilities we have as human beings, we opt for “[editing] out complexity and ‘[cutting] to the chase’ (Turkle 330).” Turkle succeeds in conveying her point through well-documented and thoughtful observations as well as personal anecdotes. The way she presents the support of her thesis is effective in making the reader either agree with her or at least go away from the article knowledgeable and appreciative of her side of the argument.
Turkle begins her article with a personal anecdote about a time she and her daughter visited an exhibit on Charles Darwin. At the front door of the exhibit, there are two Galápagos tortoises. Turkle’s daughter, who is fourteen at the time, says in an indifferent fashion, “They could have used a robot. (Turkle 323).” Turkle is stunned by this reaction. As she ponders over this occurrence, Turkle even goes as far as to ask other children what they thought of the real reptiles. They, too, answered in the manner that Turkle’s daughter did. But when she asked an adult, the father of one of the children, he answered by saying, “But the point is that they are real. That’s the whole point (Turkle 323).” This observation lays the groundwork for Turkle’s entire article. It is Turkle’s understanding that there is a generation gap currently in place concerning the admiration of technology and appreciation for authenticity. People have changed in what they perceive (whether on accident or on purpose) as real and how they interact with it. By quoting two adolescents and an adult, Turkle better conveys her idea by showing both sides of the spectrum. One could argue that her argument is flawed because she took into count the opinion of an adolescent. This simply is not true because without that support, there could be no argument for a generation gap (not to mention that the adolescents Turkle interviewed were both teenagers and perfectly qualified to give a valid opinion).
After this opening, Turkle continues to expand on her idea by presenting examples such as how the elderly are content with a robotic companion and how young lovers willingly chose a robot over a partner to cut down on the amount of problems that come from being in a romantic relationship. As these observations made by Turkle are related back to her original thesis, the statement is exceptionally supported. All of the evidence found in “Alone Together” is relevant to the audience of today, even more so in the later section of the article in which Turkle talks about social networking and how they act as “identity workshops (Turkle 329).” Turkle is implying that they are places where one can can go to “give [themselves] new bodies, homes, jobs, and romances (Turkle 329).” Despite all of this, Turkle still could have given more attention to the social networking portion of the article. It would highly increase its relevance to this generation considering that social networking sites such as Twitter and Facebook are an understood staple in today’s culture.
It is easy to infer from Turkle’s article that she, personally, does not condone using email, texting, social media, and other technology as an alternative form of communication or intimacy. The commentary that Turkle presents about her observations back up her claims as well as make her views sound, valid, and logical. For instance, by laying out the facts such as “teenagers avoid making telephone calls (Turkle 328),” and “adults, too, choose keyboards over the human voice (Turkle 328),” it is easy for her audience to understand her point of view. Even if they do not personally agree with Turkle, they acknowledge her stance because she has research-proven statistics to back herself up. Turkle also lifts up her side by gushing over the importance of human interaction with lines such as "[becoming] part of a celebration of life on Earth (Turkle 322)." It is hard to draw conclusions or judgments from the article that differ from what Turkle presents because she does not assume the reader to have any previous theoretical, political or ideological affiliation.
While looking at how Turkle handles the task of acknowledging other viewpoints, she exceeds tremendously. While on the subject of intimacy and close, personal relationships involving robotics, Turkle goes into great detail about the various reasons people of different ages and backgrounds chose to have a robotic partner. The elderly being content with a robotic companion and the young woman willing to have a robotic boyfriend are just two examples of such material provided by Turkle to set up her arguments. While on the subject of social networking, Turkle acknowledges the various reasons and/or situations that might lead a person to lead a double-life online. For example, that person could be “lonely and isolated [and have] nothing better to do (Turkle 329).”
“Alone Together: The Robotic Movement” by Sherry Turkle is presented in such an educated way that the author is 100% successful in conveying her argument to the audience. By using personal anecdotes and critical observations, leaves the reader with a sense of being more informed about the subject at hand: How have we, as a species, changed while technology delivers more and more alternatives to basic human interaction, such as intimacy and conversation (Turkle 328)? What has become of the new generation and the differences they hold compared to the current generation when it comes to the appreciation of authenticity and acceptance of technology? The answer, according to Turkle, is not for the better.
Works Cited: Turkle, Sherry. "Alone Together: The Robotic Movement." Writing in the Disciplines. 7th Ed. Brad Potthoff. New York City: Pearson Education, Inc., 2012. Pages 322-331. Print. Group Discussions Here: Tiger: I figured we could use a space to communicate and coordinate. First, the group project will go up there. ^^^^^ And our personal work areas/notepads can go down there. So we can work interdependently below while putting everything together above. Am I making sense? Austin: I moved the actual essay to the bottom of the page. I kept seeing all this other stuff under the essay and it kept bothering me for some reason. No big deal. We'll get rid of all this stuff in the end anyway. Tiger: That's funny. Having to scroll down to find the essay annoyed me. - Sorry, I didn't notice your comment until after I moved it up top.1) It's easier to find at the top, for both us and the Professor. 2) It's cleaner, in a way. 3) I actually intend to put work on here. And considering how I write... It'll be faster just to leave it at the top. But hey, you DO have a say in this. These are my reasons/feelings. Oh, and I've actually started putting my analysis up. PLEASE check it out.
(Entering Tiger's work space: Do not mess with anything here.)
I'm going to keep my anal-retentive tendencies to this block here. - This is where I'm making notes to myself. Feel free to use any of it, but editing my notes is equivalent to hitting me over the head with a baseball bat.
Just. Keep. Scrolling.
Part I
First paragraph, introductory paragraph. Turkle's thesis, claims she made, etc. A one-paragraph summary.
Part II
Analysis begins in the second paragraph. Points to make are; how Turkle said what she did, why she said it, and who she said it to.
Part III
Was her method of argument effective? Why or why not?
1st Anecdote: American Museum of Natural History, New York / Darwin exhibition, November 2005
"...you become part of a celebration of life on Earth..." (Turkle 322) :: A hint towards Turkle's value of life.
"Millions upon millions of now lifeless specimens..." (Turkle 322) :: After all the dead specimens, the life tortoises seem more impressive - to Turkle, at least. She's trying to swing the reader into her own mindset by telling them the story from her own perspective. Very persuasive.
"...wonders, curiosities, and marvels." (Turkle 323) :: Regardless of what she says in the sentence, this is Turkle's opinion of the tortoises displayed in the museum. She's setting up the stage so that the audience will be shocked upon learning the children's opinions.
"Here, among the plastic models of the museum, was the life that Darwin saw more than a century ago." (Turkle 323) :: Communicates a sense of awe. These aren't just giant turtles, they are Galpagos Giant Tortoises that could have met Darwin himself. Turkle portrays them as a piece of living history.
"...unmoved by its authenticity." (Turkle 323) :: Turkle communicates a sense of numbed horror that culminates with these words. She's settling into the mold for the older generation 'not getting' the younger generation. - This is intentional. By writing with the '-but maybe I'm just an old lady set in my ways' tone, she leaves the door of doubt open for the readers to follow her in. Because she admits [without-actually-saying-anything] that she might not be right, I feel comfortable in doubting my own opinions as well, a 'maybe the older generation has a point' mindset. This is essential so that the audience [especially in the case of younger readers] will be receptive to her ideas and opinions.
"...prefer a robot turtle...aliveness comes with aesthetic inconvenience." (Turkle 323) :: A 10-year-old said, "It's water looks dirty. Gross." probably as a reason to have robotic tortoises, and Turkle turns out 'aesthetic inconvenience'. She's using upper-level vocabulary to make the child's statement seem Serious, as though it were an opinion that has corrupted all of the younger generation.
"A twelve year-old girl was adamant: 'For what the turtles do, you didn't have to have the live ones.' Her father looked at her, mystified: 'But the point is that they are real. That's the whole point.' " (Turkle 323) :: With these lines Turkle establishes that the opinions on the topic contrast between the younger generations and the older. The contrast is so severe that both sides seem unable to begin to understand the other. This also carries an (at this point) unspoken question, 'How much is life really worth?'
"The Darwin exhibition put authenticity front and center: ...Yet, in the children's reactions...the original had no place." (Turkle 323) :: The children don't see the point of having tortoises that don't do anything, even if they are real.
"...its first visitors complained that they were not as 'realistic' as the animatronic creatures in other parts of Disneyworld." (Turkle 323) :: The introduction of biological animals to Disneyworld in Orlando. People want a show, to be entertained. They'd rather see fake, 'archetypal crocodile behavior' than the living ones that don't do much at all.
"I believe...in our culture of simulation, the notion of authenticity is...threat and obsession, taboo and fascination." (Turkle 323) :: I thought that this was Turkle's thesis, but after some digging I still don't understand what this means. [Turkle compares our 'notion of authenticity' with 'what sex was for the Victorians'. I did a bit of Wiki-reading, and it seems that the Victorian era had contradictory views concerning sexuality.] For now I'm reading as though this were the thesis.
"I found the children's position strangely unsettling. For them, in this context, aliveness seemed to have no intrinsic value." (Turkle 323) :: Notice how carefully Turkle chooses her words, 'in this context'. However, the shock of the last half of that sentence tends to eclipse her political correctness [or, 'ass covering'].
At this point I have a great problem accepting Turkle's views/worries. She's interviewing children. I don't expect a 10-year-old to appreciate the significance of authenticity. Also, Turkle seems to imply that the children to not value life. In this I believe that she is intentionally misleading the reader. One of the first lessons we teach children are the value of life. It's far more likely that the children; a) felt sorry for the tortoises, b) didn't find any entertainment in un-moving animals.
Turkle has either intentionally blown the situation out of proportion in an attempt to pull an extreme emotional response from the reader, or has simply failed to effectively communicate her thesis.
1. Austin DuVall
2. Tiger Fowler
A Lost Connection
In “Alone Together: The Robotic Movement,” the author, Sherry Turkle, conveys the following idea to her audience: How have we, as a species, changed while technology delivers more and more alternatives to basic human interaction, such as intimacy and conversation (Turkle 328)? The idea presented by Turkle is true in that we have switched from sending and receiving information by face-to-face interaction to doing so by sending a text or by clicking a button on a computer screen. Instead of using the natural and arguably necessary social abilities we have as human beings, we opt for “[editing] out complexity and ‘[cutting] to the chase’ (Turkle 330).” Turkle succeeds in conveying her point through well-documented and thoughtful observations as well as personal anecdotes. The way she presents the support of her thesis is effective in making the reader either agree with her or at least go away from the article knowledgeable and appreciative of her side of the argument.
Turkle begins her article with a personal anecdote about a time she and her daughter visited an exhibit on Charles Darwin. At the front door of the exhibit, there are two Galápagos tortoises. Turkle’s daughter, who is fourteen at the time, says in an indifferent fashion, “They could have used a robot. (Turkle 323).” Turkle is stunned by this reaction. As she ponders over this occurrence, Turkle even goes as far as to ask other children what they thought of the real reptiles. They, too, answered in the manner that Turkle’s daughter did. But when she asked an adult, the father of one of the children, he answered by saying, “But the point is that they are real. That’s the whole point (Turkle 323).” This observation lays the groundwork for Turkle’s entire article. It is Turkle’s understanding that there is a generation gap currently in place concerning the admiration of technology and appreciation for authenticity. People have changed in what they perceive (whether on accident or on purpose) as real and how they interact with it. By quoting two adolescents and an adult, Turkle better conveys her idea by showing both sides of the spectrum. One could argue that her argument is flawed because she took into count the opinion of an adolescent. This simply is not true because without that support, there could be no argument for a generation gap (not to mention that the adolescents Turkle interviewed were both teenagers and perfectly qualified to give a valid opinion).
After this opening, Turkle continues to expand on her idea by presenting examples such as how the elderly are content with a robotic companion and how young lovers willingly chose a robot over a partner to cut down on the amount of problems that come from being in a romantic relationship. As these observations made by Turkle are related back to her original thesis, the statement is exceptionally supported. All of the evidence found in “Alone Together” is relevant to the audience of today, even more so in the later section of the article in which Turkle talks about social networking and how they act as “identity workshops (Turkle 329).” Turkle is implying that they are places where one can can go to “give [themselves] new bodies, homes, jobs, and romances (Turkle 329).” Despite all of this, Turkle still could have given more attention to the social networking portion of the article. It would highly increase its relevance to this generation considering that social networking sites such as Twitter and Facebook are an understood staple in today’s culture.
It is easy to infer from Turkle’s article that she, personally, does not condone using email, texting, social media, and other technology as an alternative form of communication or intimacy. The commentary that Turkle presents about her observations back up her claims as well as make her views sound, valid, and logical. For instance, by laying out the facts such as “teenagers avoid making telephone calls (Turkle 328),” and “adults, too, choose keyboards over the human voice (Turkle 328),” it is easy for her audience to understand her point of view. Even if they do not personally agree with Turkle, they acknowledge her stance because she has research-proven statistics to back herself up. Turkle also lifts up her side by gushing over the importance of human interaction with lines such as "[becoming] part of a celebration of life on Earth (Turkle 322)." It is hard to draw conclusions or judgments from the article that differ from what Turkle presents because she does not assume the reader to have any previous theoretical, political or ideological affiliation.
While looking at how Turkle handles the task of acknowledging other viewpoints, she exceeds tremendously. While on the subject of intimacy and close, personal relationships involving robotics, Turkle goes into great detail about the various reasons people of different ages and backgrounds chose to have a robotic partner. The elderly being content with a robotic companion and the young woman willing to have a robotic boyfriend are just two examples of such material provided by Turkle to set up her arguments. While on the subject of social networking, Turkle acknowledges the various reasons and/or situations that might lead a person to lead a double-life online. For example, that person could be “lonely and isolated [and have] nothing better to do (Turkle 329).”
“Alone Together: The Robotic Movement” by Sherry Turkle is presented in such an educated way that the author is 100% successful in conveying her argument to the audience. By using personal anecdotes and critical observations, leaves the reader with a sense of being more informed about the subject at hand: How have we, as a species, changed while technology delivers more and more alternatives to basic human interaction, such as intimacy and conversation (Turkle 328)? What has become of the new generation and the differences they hold compared to the current generation when it comes to the appreciation of authenticity and acceptance of technology? The answer, according to Turkle, is not for the better.
Works Cited:
Turkle, Sherry. "Alone Together: The Robotic Movement." Writing in the Disciplines. 7th Ed. Brad Potthoff. New York City: Pearson Education, Inc., 2012. Pages 322-331. Print.
Group Discussions Here:
Tiger: I figured we could use a space to communicate and coordinate.
First, the group project will go up there. ^^^^^ And our personal work areas/notepads can go down there. So we can work interdependently below while putting everything together above. Am I making sense?
Austin: I moved the actual essay to the bottom of the page. I kept seeing all this other stuff under the essay and it kept bothering me for some reason. No big deal. We'll get rid of all this stuff in the end anyway.
Tiger: That's funny. Having to scroll down to find the essay annoyed me. - Sorry, I didn't notice your comment until after I moved it up top.1) It's easier to find at the top, for both us and the Professor. 2) It's cleaner, in a way. 3) I actually intend to put work on here. And considering how I write... It'll be faster just to leave it at the top. But hey, you DO have a say in this. These are my reasons/feelings.
Oh, and I've actually started putting my analysis up. PLEASE check it out.
(Entering Tiger's work space: Do not mess with anything here.)
I'm going to keep my anal-retentive tendencies to this block here. - This is where I'm making notes to myself. Feel free to use any of it, but editing my notes is equivalent to hitting me over the head with a baseball bat.Just. Keep. Scrolling.
Part I
First paragraph, introductory paragraph. Turkle's thesis, claims she made, etc. A one-paragraph summary.
Part II
Analysis begins in the second paragraph. Points to make are; how Turkle said what she did, why she said it, and who she said it to.
Part III
Was her method of argument effective? Why or why not?
1st Anecdote: American Museum of Natural History, New York / Darwin exhibition, November 2005
"...you become part of a celebration of life on Earth..." (Turkle 322) :: A hint towards Turkle's value of life.
"Millions upon millions of now lifeless specimens..." (Turkle 322) :: After all the dead specimens, the life tortoises seem more impressive - to Turkle, at least. She's trying to swing the reader into her own mindset by telling them the story from her own perspective. Very persuasive.
"...wonders, curiosities, and marvels." (Turkle 323) :: Regardless of what she says in the sentence, this is Turkle's opinion of the tortoises displayed in the museum. She's setting up the stage so that the audience will be shocked upon learning the children's opinions.
"Here, among the plastic models of the museum, was the life that Darwin saw more than a century ago." (Turkle 323) :: Communicates a sense of awe. These aren't just giant turtles, they are Galpagos Giant Tortoises that could have met Darwin himself. Turkle portrays them as a piece of living history.
"...unmoved by its authenticity." (Turkle 323) :: Turkle communicates a sense of numbed horror that culminates with these words. She's settling into the mold for the older generation 'not getting' the younger generation. - This is intentional. By writing with the '-but maybe I'm just an old lady set in my ways' tone, she leaves the door of doubt open for the readers to follow her in. Because she admits [without-actually-saying-anything] that she might not be right, I feel comfortable in doubting my own opinions as well, a 'maybe the older generation has a point' mindset. This is essential so that the audience [especially in the case of younger readers] will be receptive to her ideas and opinions.
"...prefer a robot turtle...aliveness comes with aesthetic inconvenience." (Turkle 323) :: A 10-year-old said, "It's water looks dirty. Gross." probably as a reason to have robotic tortoises, and Turkle turns out 'aesthetic inconvenience'. She's using upper-level vocabulary to make the child's statement seem Serious, as though it were an opinion that has corrupted all of the younger generation.
"A twelve year-old girl was adamant: 'For what the turtles do, you didn't have to have the live ones.' Her father looked at her, mystified: 'But the point is that they are real. That's the whole point.' " (Turkle 323) :: With these lines Turkle establishes that the opinions on the topic contrast between the younger generations and the older. The contrast is so severe that both sides seem unable to begin to understand the other. This also carries an (at this point) unspoken question, 'How much is life really worth?'
"The Darwin exhibition put authenticity front and center: ...Yet, in the children's reactions...the original had no place." (Turkle 323) :: The children don't see the point of having tortoises that don't do anything, even if they are real.
"...its first visitors complained that they were not as 'realistic' as the animatronic creatures in other parts of Disneyworld." (Turkle 323) :: The introduction of biological animals to Disneyworld in Orlando. People want a show, to be entertained. They'd rather see fake, 'archetypal crocodile behavior' than the living ones that don't do much at all.
"I believe...in our culture of simulation, the notion of authenticity is...threat and obsession, taboo and fascination." (Turkle 323) :: I thought that this was Turkle's thesis, but after some digging I still don't understand what this means. [Turkle compares our 'notion of authenticity' with 'what sex was for the Victorians'. I did a bit of Wiki-reading, and it seems that the Victorian era had contradictory views concerning sexuality.] For now I'm reading as though this were the thesis.
"I found the children's position strangely unsettling. For them, in this context, aliveness seemed to have no intrinsic value." (Turkle 323) :: Notice how carefully Turkle chooses her words, 'in this context'. However, the shock of the last half of that sentence tends to eclipse her political correctness [or, 'ass covering'].
At this point I have a great problem accepting Turkle's views/worries. She's interviewing children. I don't expect a 10-year-old to appreciate the significance of authenticity. Also, Turkle seems to imply that the children to not value life. In this I believe that she is intentionally misleading the reader. One of the first lessons we teach children are the value of life. It's far more likely that the children; a) felt sorry for the tortoises, b) didn't find any entertainment in un-moving animals.
Turkle has either intentionally blown the situation out of proportion in an attempt to pull an extreme emotional response from the reader, or has simply failed to effectively communicate her thesis.